I.

INFORMASI UMUM

NARRATIVE TEXT (N)

Nama Zainatuddar, S.Pd.I., M.Pd.

E-mail zainatuddar@gmail.com

Asal Sekolah SMK Negeri 1 Lhokseumawe

Jenjang/Kelas/TP SMK / X TKJ 1 / 2022 – 2023

Jumlah Siswa 31 Orang

Alokasi Waktu 4 x 45 Menit

(1 x Pertemuan)

Profil Pancasila *Beriman, Bertakwa kepada Tuhan

yang terkait Yang Maha Esa, dan Berakhlak Mulia: Mewujudkan rasa syukur dengan
membangun kesadaran mensyukuri segala nikmat yang di berikan Allah swt.

*Dimensi Mandiri: Bekerja secara mandiri dan kreatif untuk menemukan

kemungkinan peluang Bisnis

Sarana dan
Prasarana Papan Tulis, Laptop dan LCD Proyektor

Kegiatan - Paparan, individu dan Diskusi Kelompok

Pembelajaran - Diskusi, Presentasi, Demontrasi.
Utama

II. KOMPONEN INTI

Alur Tujuan Pembelajaran
Fase E
Elemen Membaca – memirsa
Capaian Pada akhir Fase E, Peserta didik membaca dan merespon berbagai macam teks seperti
Pembelajaran narasi, deskripsi, prosedur, eksposisi, recount, danreport. Mereka membaca untuk
mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari dan
mengevaluasi detil spesifikdan inti dari berbagai macam jenis teks. Teks ini dapat
berbentuk cetak atau digital, termasuk di antaranya teks visual, multimodal atau
interaktif. Pemahaman mereka terhadap ide pokok, isu-isu atau pengembangan plot
 dalam berbagai macam teks mulai berkembang. Mereka mengidentifikasi tujuan
penulis dan mengembangkan keterampilannya untuk melakukan inferensi sederhana
dalam memahami informasi tersirat dalam teks.
Tujuan N1. Mengidentifikasi fungsi social Narrative text.
Pembelajaran N2. Menganalisis struktur Narrative text.
N3. Menganalisis language features dari teks naratif.
N4. Menganalisis pesan moral text Narrative..

Indikator 1. Peserta didik mampu mengidentifikasi fungsi social Narrative text dengan tepat.
Ketercapaian 2. Peserta didik mampu menganalisis struktur Narrative text dengan benar.
Tujuan 3. Peserta didik mampu menganalisis language features dari teks naratif dengan benar.
Pembelajaran 4. Menganalisis pesan moral text Narrative dengan tepat.
(IKTP)
Konten /
Materi Pokok Narrative Text
Pembelajaran Berdiferensiasi, menggunakan model:
Model
- Contextual Teaching and Learning (CTL)
Pembelajaran

Kompetensi
Past Tense
Awal
Asesmen - Penilaian Diskusi kelompok, Presentasi, Tes Tulis,
- Asesmen Diagnostik (awal) , Formatif ( proses) dan Sumatif (Akhir)

Pertanyaan 1. Apakah kamu tau apa itu Narrative Text?

Pematik 2. Dimana biasanya kamu mendapatkan Narrative Text?
3. Apa cerita yang paling kamu sukai?
Media dan - Buku paket Bahasa Inggris
Sumber - Video tayang :
Belajar - https://www.youtube.com/watch?v=iZ9xK7xIYmI
- https://www.youtube.com/watch?v=_svBrlehmMo
- https://www.youtube.com/watch?v=HBA118_nBdA
- https://www.youtube.com/watch?v=snbldBfR6yk

- Bahan Tayang:
- https://www.slideshare.net/iin/a-type-of-text-narrative
- https://www.slideshare.net/novympiew/narrative-text-15097614

- LKPD dan Handout

KEGIATAN PEMBELAJARAN
Pertemuan 1 ( Pertama )
Pendahuluan  Melakukan pembukaan dengan salam dan doa
 Peserta didik menyanyikan lagu Wajib dan kegiatan budaya Literasi ( membaca 5
menit )
 Mengingatkan materi sebelumnya (apersepsi), menerima informasi materi yang
akan dibahas
 Menyampaikan manfaat yang di peroleh dari materi yang akan dipelajari dalam
kehidupan sehari-hari
  Keyakinan kelas / Kesepakatan Kelas
 Menjelaskan tujuan pembelajaran

Kegiatan Inti 1. Modelling

 Menjelaskan kepada siswa bahwa belajar lebih bermakna dengan cara belajar
sendiri, menemukan sendiri dan mengkonstruksi sendiri.
 Menyampaikan kompetensi-tujuan dan pengarahan.
 Peserta didik memperhatikan dan melakukan tanya jawab mengenai materi
yang di sampaikan oleh guru.

2.Questioning
 Memberikan suatu pertanyaan menantang yang dapat menuntun peserta didik
ke dalam materi yang akan dipelajari (start with the big question/essential
question)
 Mengkondisikan siswa untuk siap mengikuti pelajaran dengan menunjukkan
gambar yang merupakan suatu bagian dari sebuah cerita (Narrative Text)
 Guru memberikan pertanyaan seperti:
- Have you ever heard the story of the ants and the grasshopper?
- Do you still remember the story of Malin Kundang? What happened to Malin
Kundang?

3.Learning Community
 Membentuk kelas ke dalam kelompok beranggotakan 4 atau 5 siswa
berdasarkan minat masing-masing yang berhubungan dengan teks naratif.
 Memberikan LKPD kepada peserta didik.

4.Inquiry
 Meminta siswa menonton cerita fable yang ditayangkan di depan kelas.
 Peserta didik menganalisa jenis teks cerita yang ditayangkan untuk
menjelaskan fungsi social dari cerita yang ditayangkan tersebut.

5.Constructitivism
 Peserta didik menjelaskan fungsi sosial dari cerita naratif yang ditonton serta
mengerjakan LKPD yang diberikan.
 Peserta didik mencari teks naratif bebas berdasarkan keinginannya dalam
bentuk fable, legend, folktare,ataupun fairy tale.
 Menyimpulkan fungsi sosial dari teks yang dimiliki.

6. Reflection
 Menyimpulkan dan memberi umpan balik terhadap hasil kerja yang telah di
buat bersama.
7. Authentic Assessment
 Melakukan penilaian proses belajar dan penilaian objektif.

Penutup  Pendidik melakukan tanya jawab dengan peserta didik untuk membuat
rangkuman materi belajar.
 Pendidik melakukan refleksi
  Pendidik memberikan informasi materi pembelajaran untuk pertemuan
selanjutnya.
Assessment  Melakukan asessmen di awal dengan cara mengetahui minat/hobi dan cara
belajar siswa melalui wawancara (diagnostik)
 Proses pembelajaran di lakukan dengan cara diskusi (formatif)
 Di Akhir pembelajaran siswa di berikan tes tulis (sumatif)

Refleksi Guru dan Siswa

Pertanyaan kunci yang membantu guru untuk merefleksikan kegiatan pengajaran di kelas,
1. Apakah proses pembelajaran hari ini menyenangkan?
2. Apakah siswa dapat berdiskusi secara aktif? Jika tidak, apa yang mungkin dapat
menstimulus siswa agar dapat berpartisipasi aktif dalam diskusi?
3. Apakah Pemahaman materi pada hari ini dapat di pahami dengan baik?

Asesmen ( Penilaian Formatif dan Sumatif )

Menilai keaktifan siswa saat melakukan diskusi dan pengamatan meliputi keaktifan siswa
dalam menyampaikan pendapat, memberikan ide atau masukan, aktif dalam kegiatan
berkelompok berkaitan dengan tema materi yang disampaikan. Observasi guru selama
kegiatan belajar berlangsung (Asesmen Individu)

Penilaian hasil presentasi hasil diskusi pesentasi / proyek ( Asesmen kelompok)

Menilai hasil diskusi kelompok yang dipresentasikan/disajikan / dikerjakan sesuai kedalaman
kajian masing masing kelompok berkaitan dengan tema materi yang disampaikan

Penilaian hasil lembar kerja siswa Tes Tulis di dalam LKPD(Asesmen Individu).

Remedial dan Pengayaan

Kegiatan Pengayaan diberikan pada siswa dengan capaian tinggi agar mereka dapat
mengembangkan potensinya secara optimal.
Remedial diberikan kepada siswa yang membutuhkan bimbingan untuk memahami materi atau
pembelajaran mengulang.

Mengetahui, Lhokseumawe, 15 Juli 2022

Kepala SMKN 1 Lhokseumawe Guru Mata Pelajaran

Irwan, S. Pd, M. Si Zainatuddar, S. Pd.I., M.Pd.

Nip. 19701231 199801 1 003 Nip. 19840918 200904 2 006
I. LAMPIRAN
Format Penilaian Speaking:
NO ASPEK KRETERIA SKOR
1 Leksikogramatika  Tata bahasa dan kosa kata tepat 4
 Tata bahasa dan kosa kata kadang- kadang 3
kurang tepat dan tidak mempengaruhi
2
makna 1
 Tata bahasa dan kosa kata kurang tepat dan 0
mempengaruhi makna
 Tata bahasa dan kosa kata sulit dipahami.
 Diam
2 Sistematika a. Melakukan dan merespon tindak tutur dengan 4
tepat dalam bahasa lisan
b. Melakukan dan merespon tindak tutur dalam 3
a. Interaktional bahasa lisan dimana kadang- kadang terdapat
kesalah-pahaman 2
c. Sering terjadi kesalahan dalam melakukan dan
merespon tindak tutur. 1
d. Tidak mampu melakukan dan merespon
tindak tutur sederhana.
e. Memproduksi kata-kata yang tidak
berbentuk teks
 Sesuai dengan struktur teks yang maksimal 4
dalam genre yang dipilih.
b. Monolog 3
 Sesuai dengan struktur teks minimaldengan
genre yang dipilih.
 Struktur teks yang kurang jelas dan 2
mempengaruhi kejelasan makna.
 Gagasan dan struktur kurang jelas. 1
 Gagasan dan struktur sulit dipahami. 0
3 Ucapan dan Intonasi  Sangat jelas dan mendekati penutur asli. 4
 Sangat jelas walaupun dengan aksen bahasa 3
ibu.
 Kurang jelas dan mempengaruhi makna. 2
 Tidak jelas dan menghilangkan sebagian makna 1
 Tidak jelas dan tidak bermakna
0
4 Komunikasi Interaktif  Percaya diri dan lancar dalam mengambil giliran 4
bicara serta mampu mengkoreksi diri jika
melakukan kesalahan.
 Percaya diri meskipun ada pengulangan dan 3
kerakuguan.
 Lebih banyak merespon dari berinisiatif. 2
 Sulit diajak bicara meskipun sudah 1
dipancing.
 Tidak mampu merespon dan berinisiatif. 0
Jumlah 16
Materi :
 Teks lisan dan tulis mengenai teks narratif dalam berbagai multimoda.
 Fungsi Sosial : Untuk menghibur dan melibatkan pembaca dalam suatu
pengalaman(imaginatif) yang disertai dengan komplikasi atau kejadian yang menyebabkan
krisis dengan sebuah solusi di akhir di ceritanya.
 Struktur Teks Naratif : Orientation, Compilcation (Crisis), Resolution.
 Unsur Kebahasaan :
- Using past tense
- Adverb of time
- Spesific character
- Using action verbs
- Direct speech and indirect speech.
 LKPD 1

After watching the short movie about ‘The Ant The Grasshopper’. Please answer the following
questions:

1. What is the story about?

_____________________________________________________________

2. How many
3. Where and when did the story take
characters are in
place?
the story?
_______________________________
______

4. What happened to the the grasshopper when the winter came?

_______________________________________________

5. Describe the characterization of each character in the story?

The Ants:_________________________________________________

The Grasshopper:_____________________________________________

6. What is the purpose of the story?

___________________________________________________________________

Answer Key:
1. The story is about a lazy grasshopper and dilligent ants
2. Two
3. In the Jungle in Summer and winter seasons.
4. He was starving
5. The ants are dilligent, the grasshopper is lazy
6. To amuse the readers
LKPD 2

You will hear a part of a stories. Decide what title and part of the story is read to you.

Listening scrip Story Tittle Part of the story you

hear
Cinderella wants to go to the ball, but her
stepsisters prevent her from going.
There once was a grasshopper, who liked to play
with his flute. Then one day he met a large group
of ants, all of therm carrying loot.
Malin’s mother was really upset then she start to
curse him. On his journey Malin’s ship begin to
shaking and soon it turned into a stone until now.

Then the lion decided to go for a walk because it

was such a beautiful day. But as he strolled down
the path, he got caught in a net. And he saw he
couldn't escape, so he started to sweat. He let out a
mighty roar, ROAR! hoping someone would help.

Then she told her daughter to run up the hills

because a huge disaster was about to come. When
her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain.
The whole area got flooded and became Toba
Lake. She turned into a fish again and the man
became the island of Samosir.

Long time ago in a village in South east Aceh,

there lived a little boy named Kepar. He lived with
his mother. He never had a chance to get to know
his father because his father and his mother were
diforced when he was one year old. This condition
made him to be a target of bullies. Almost every
day, his friends called him as fatherless boy. He
was so sad about it and it made him curious about
his father.

Answer Key:

Listening scrip Story Tittle Part of the story you

hear
Cinderella wants to go to the ball, but her Cinderella Complication
stepsisters prevent her from going.

There once was a grasshopper, who liked to play The ants and the Orientation
with his flute. Then one day he met a large group grasshopper
of ants, all of therm carrying loot.
Malin’s mother was really upset then she start to Malin Kundang Resolution
curse him. On his journey Malin’s ship begin to
shaking and soon it turned into a stone until now.

Then the lion decided to go for a walk because it The Lion and the Complication
was such a beautiful day. But as he strolled down Mouse
the path, he got caught in a net. And he saw he
couldn't escape, so he started to sweat. He let out a
mighty roar, ROAR! hoping someone would help.
Then she told her daughter to run up the hills Toba Lake Resolution
because a huge disaster was about to come. When
her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain.
The whole area got flooded and became Toba
Lake. She turned into a fish again and the man
became the island of Samosir.
Long time ago in a village in South east Aceh, Si Kepar Orientation
there lived a little boy named Kepar. He lived
with his mother. He never had a chance to get to
know his father because his father and his mother
were diforced when he was one year old. This
condition made him to be a target of bullies.
Almost every day, his friends called him as
fatherless boy. He was so sad about it and it made
him curious about his father.

LKPD 3:

Read the following text then do the task!

The Story of Toba Lake

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a
farming field. They did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest
catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love
with her and proposed her to be his wife. She said; “Yes, but you have to promise not to tell anyone
about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal
and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his
daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and
shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother
started crying, felt sad that her husband had broke his promise.
Then she told her daughter to run up the hills because a huge disaster was about to come. When her
daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole
area got flooded and became Toba Lake. She turned into a fish again and the man became the island of
Samosir.

Task:
Find out !
I. Action Verbs
II. Adverb of time
 III. Specific Character
IV. Direct and Indirect Speech

Answer Key:
I. Action Verbs :
did, caught, turned, proposed, tell, made, got, lived, help, bringing, ate, found out, got,
shouted, ran, asked, started, felt, broke, told, run up, left, prayed, got, became, turned into,
became.

II. Adverb of time:

- Once upon a time
- Few years later
- One day

III. Specific Character

- A man
- A Big Golden Fish
- A Daughter

V. Direct and Indirect Speech

- “Yes, but you have to promise not to tell anyone about the secret that I was once a fish,
otherwise there will be a huge disaster”
- “You damned daughter of a fish”